Bright Horizons Bramingham Day Nursery and Preschool

Inclusion: Expected standard

Leaders and staff monitor children's development closely and document their findings at regular intervals. This means that any gaps in children's learning are identified swiftly and child-specific plans put in place to promote their progress. Well-qualified specialists at the setting maintain oversight of the progress of children with special educational needs and/or disabilities (SEND). Their precise knowledge of children and expertise means that they are able to provide additional ideas, resources and support for key persons who work with children in their rooms.

The setting develops respectful and collaborative relationships with families from the start. Leaders and staff gather pertinent information about children's early experiences. They understand that this knowledge will enable them to provide appropriate practical and emotional support for children and families.

Staff typically support children with SEND to engage in all aspects of nursery life. They use visual aids and prompts to encourage children to follow daily routines, such as the nursery's sociable mealtimes. In addition, staff adapt the environment where appropriate and provide alternative equipment that better supports children's needs and promotes learning.

Curriculum and teaching: Expected standard

Staff deliver a broad, well-sequenced curriculum that builds on what children know and can do. Staff know the children well and adapt their teaching to meet the varied needs of children during play. For example, pre-school children count and sort model sea creatures in a mathematics activity. Once confident in completing this, children are supported to have a go at simple sums and practise writing numbers.

Throughout the nursery there is a sharp focus on supporting children's communication skills. Staff sing to babies as they play, role modelling new words and sounds through their songs. Older children practise more complex vocabulary during group discussions, where they develop confidence in sharing their ideas and knowledge. For example, children in the pre-school room highlight the 'tentacles' on the various model sea creatures that they find. At times, staff working with younger children and children with special educational needs and/or disabilities do not routinely identify when to engage these children in existing group play. This limits children's opportunities to practise their emerging language skills and develop confidence and understanding in social interactions.

Children have many age-appropriate opportunities to develop their physical skills. Babies have room to stretch and crawl, reaching for exciting objects in their learning environment, while toddlers navigate steps and slides on the indoor apparatus. Older children use fine brushes to paint fruit and develop their hand muscles ready for writing at school.

Achievement: Expected standard

Children generally demonstrate appropriate language skills for their age. Babies babble with staff during exciting sensory activities and attempt to join in the many songs they hear throughout the day. Toddlers typically chat enthusiastically with staff during play, and older children articulate their needs and wishes well.

Children with special educational needs and/or disabilities and those with other barriers to their learning, including children who are known to children's social care, typically develop the skills that will support them in their new, busier environments. They follow routines with considered adaptations and are able to communicate their needs to staff.

Pre-school children in particular are well prepared for the transition into their school environments. They have a robust understanding of routines, collaborate well during play and demonstrate confidence and a zest for learning. These attributes, alongside a thorough understanding of their new learning environment, will support these children to settle well and promote their progress.

Behaviour, attitudes and establishing routines: Expected standard

All children, including children with special educational needs and/or disabilities and those with other barriers to their learning, including children who are known to children's social care, develop secure relationships with staff from the start. Young children who have just started at the setting gravitate to their key person, smiling and laughing during play.

Children generally behave kindly towards each other, and the atmosphere in all rooms is harmonious. Staff role model expected behaviours and good manners and are polite to others. As a result, children follow their example by saying 'please' and 'thank you' at mealtimes and waiting patiently to serve themselves food.

Children adhere to boundaries well with gentle reminders from staff, such as remembering to use their 'walking feet' indoors. Staff embed positive behaviours with praise and encouragement, for example when trying new foods at lunchtime or using new vocabulary.

Children are learning to collaborate during play, focus on tasks and develop appropriate social skills. For example, toddlers work as a team to create and navigate an obstacle course in the garden. With further encouragement from staff, all children will be confident to join in these group experiences and further develop their social skills.

Children's welfare and wellbeing: Expected standard

Children enjoy continuous access to outdoor play and physical activities. Babies explore sensory play, moulding 'gloop' and splashing in water. Toddlers delight in exploring their indoor climbing area. This recent adaptation of the environment provides them with the opportunity to let off steam and begin to regulate the many new emotions they may be experiencing.

Children of all ages demonstrate that they feel safe in the nursery environment. Babies form close attachments to their key person and are soothed by their comforting presence. Older children laugh and joke with room staff, enjoying vibrant interactions. Children with special educational needs and/or disabilities and those who may face other barriers to learning, including those who are known to children's social care, develop close and comforting relationships with staff, who have a deep understanding of their specific needs. This focus on developing positive and nurturing relationships means that children's emotional wellbeing is prioritised from the start.

Routines and group activities are typically well organised across the setting. Mealtimes promote children's knowledge of healthy eating and understanding of appropriate behaviours, including good manners. Children are closely monitored during periods of rest by vigilant staff who have a robust understanding of safe-sleeping procedures and implement them well for all ages of children.

Leadership and governance: Expected standard

Leaders generally have an appropriate understanding of the setting's strengths and areas for development. Since the previous inspection, they have gained further oversight of practice, ensuring that leadership within rooms provides sufficient support for staff and children. In addition, changes to the environment mean that young children develop strategies to regulate their emotions, and this, in turn, supports their behaviour, creating a calm and harmonious learning environment. However, at times, leaders' evaluations do not extend to management processes, including current communication methods. As a result, information is not always shared among leaders in a timely manner.

Feedback from parents is positive. They comment on the detailed information leaders share and how this enables them to support children further at home. Parents value the thorough induction processes leaders implement and appreciate how this supports children and carers during this transition.

Leaders implement training programmes to ensure staff knowledge is aligned with the provider's policies and procedures. Regular supervision, discussions and observations of practice typically support staff to apply this knowledge to their practice. Staff report that leaders consider their wellbeing and how they are encouraged to further their knowledge by selecting training programmes that are based on their interests.